Teacher's Guide for COBBLESTONE ^® George Rogers Clark

November 2004 COBBLESTONE^® issue: ON THE FRONTIER with George Rogers Clark; markers; blank transparencies; construction paper, writing paper, crayons or colored pencils; transparency of map on page 5; transparency of U.S. map; handout of U.S. map; yarn; large index cards; overhead; computer; Internet access

Put yarn up on the classroom wall for a timeline base marked from 1650 to 1850 in increments of 25 years. Divide students into small groups and assign two articles to each group. Have students write down events and the years from their articles on the large index cards. Place the cards on the timeline by connecting them with one color yarn for an event that happened in the U.S. and another color of yarn for events that happened globally at the same time.

• Discuss the importance of the events as they relate to George Rogers Clark.
• Discuss the importance of the global events, as they relate to the world and the U.S.

Using the information of the geographical description of the 1770s West on page 3 and the map on pages 8 and 9, mark a U.S. map to show the 1770s West. Name the states that today are where the 1770s West was located. What major cities, rivers, and other landmarks are in this area?

Read the article "War in the West" and explain why the 1770s West was important to the British, the French, and the Native American groups that lived there. Why was it important to the American settlers? Write a paper explaining these reasons. In your conclusion, write which side you would support and why.

Write a journal entry from the viewpoint of a British soldier, a French soldier, a Native American, or an American settler about the importance of the West to you.

Create a picture dictionary.

1. Divide the class into small groups.
2. Assign them vocabulary terms from the different articles.
3. Have the students look up the pronunciations, define the terms, write a sample sentence, and illustrate whenever possible.
4. Compile into a dictionary for the classroom.

Divide the class into small groups and have each group create a crossword puzzle using the vocabulary terms from the articles.

Using the information from the COBBLESTONE^® magazine ON THE FRONTIER with George Rogers Clark, write a biography of George Rogers Clark.

Research the Rendezvous at the website www.SpiritofVincennes.org.

Research other heroes of the Revolution War and areas they were successful in.

Divide the class into British, French, Native Americans, American settlers and judges groups. The groups of the British, French, Native Americans, and American Settlers work together in their small groups to come up with convincing arguments based on the information from the articles as to why their group should be awarded the land of the 1700s West. These arguments will be presented to the judges who will then decide which group should be awarded this territory along with the reasons for their decision.

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Updated: 9/2/10 11:22 am
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